人教版选修七Unit 2 Robots教案及说课稿7个
Unit 2 Robots
I. 教学内容分析
本单元的话题是机器人，文学作品中的机器人以及科幻小说作者——阿西莫夫。由于人们对这个话题了解的比较少，所以当我们谈起机器人的时候，人们常会想到是科幻小说，童话故事，卡通故事等。但是机器人已经在我们现实生活中存在了，它们被广泛应用于工农业生产及军事领域。许多机器人在家中做繁杂的家务，甚至代替人类从事一些危险的工作。本单元介绍了各种各样的机器人，从科幻小说中的想像到现实世界中的应用，以及将来机器人的发展。
Warming Up部分展示了几副图画，通过让学生们讨论这几副图画，导入本单元的话题，并让学生试着给机器人下定义。
Pre-reading部分一些关于机器人的讨论进一步激发学生对科学的热爱。
Reading部分是根据科幻小说作家——阿西莫夫的故事改编的。在这个故事里非常具有人类智能的机器人托尼，来到主人公克莱尔家之后，帮助她做家务并帮她解决了一些难题。他不仅提高了她家的家庭品位并且提高了她自身的形象，致使克莱尔对他产生了复杂的感情。这完全不同于一般的对机器人的描写，而是把它上升到一个人工智能的高度——机器人对人类感情的影响。
Learning about Language部分突出了词汇和语法的学习与训练。其中本单元复习的语法项目是被动语态和动词不定式的被动形式。
Using Language部分中的阅读文章介绍了科幻小说作者——阿西莫夫。这篇人物传记使学生进一步了解了Reading部分作者的生平以及科幻小说、机器人等。阿西莫夫对机器人的看法深深地影响到以后的作家，甚至科学家对人工智能的研究。
Summing Up部分引导学生对本单元所学的知识进行归纳和总结。
II. 教学重点和难点
1. 教学重点
(1) 学习重要的词汇好短语；
(2) 复习语法被动语态。
2. 教学难点
(1) 激发学生学习科学，热爱科学的热情；
(2) 学会写作有关的人物传记。
III.教学计划
本单元建议分为五个课时
第一课时：Warming Up & Listening (Workbook)
第二课时：Pre-reading, Reading & Comprehending
第三、四课时：Learning about Language
第五课时：Using Language
IV.教学步骤：
Period 1 Warming Up & Listening (Workbook)
Teaching Goals:
1.To discuss different kinds of robots and their functions.
2.To know more about today’s robots.
Teaching Procedures
Step 1. Leading-in
1. Tell Ss something about robots and People can control these robots from a distance.
2. Ask Ss to talk about the following questions.
(1) Do you know any robots?
(2) What’s the characteristic of robots?
(3) What’s the function of robots?
(4) What’s the definition of a robot in you opinion?
Step 2. Warming Up
1. Ask Ss to read the introduction of robots in Warming Up and compare with their ideas about robots.
2. Ask Ss to talk about the pictures of Warming Up and make a list of anything with robots as characters. Then let them present their list before the class.
3. Ask Ss to read the following text and then finish the true or false questions.
Step 3. Listening (Workbook)
1. Lead Ss to Listening. Teacher may say, “Today we are going to listen to a radio interview in which a science reporter talks about recent robots. From it, we can learn more about today’s robots. Before listening to the tape, please look through the exercises on P54 quickly.”
2. Play the tape and ask Ss to finish Ex2 on P54.
3.Ask Ss to work in pairs, listen to the tape and finish Ex3 on P5
4. Play the tape again and ask them to check the answers.
4.Ask Ss to discuss the following questions in pairs.
(1) What are the negative aspects of each robot that Emma talks about?
(2) How can we deal with the negative aspects of each robot?
Step 4. Homework
1. Ask Ss to surf the Internet and find some information about robots.
2. Ask Ss to preview the reading text.
Period 2 Pre-reading, Reading & Comprehending
Teaching Goals:
1. To get Ss to know the life of Tony.
2. To get Ss to know more about what robots can do for people.
3. To develop Ss’ reading ability.
Teaching Procedures:
Step 1. Pre-reading
1. Ask Ss to look at the pictures of Pre-reading on P10 and discuss the following questions.
(1) What are they?
(2) Where can we find them?
(3) What can they do for people?
2. Ask Ss to imagine a robot that can think, feel, has its own needs and desires, and looks and feels like a human being. Then ask them to talk about the following question.
Can we find the robot in our life?
3. Tell Ss that the robot cannot be found in our real life but we can find it in the text we are going to learn next.
Step 2. Fast reading
1. Ask Ss to read the text quickly and try to find the main idea of the text.
2. Ask Ss to find the relationships between the characters in the text.
Step 3. Intensive reading
1. Ask Ss to read the text carefully and answer the questions in Ex1 on P1
2.
2. Ask Ss to look through the following sentences and try to find whether they are true or false according to the text.
3. Play the tape, and ask Ss to listen and pay attention to Tony’s characteristics that were similar to those of a human being and different from those of a human being. Then ask them to finish Ex2 on P12.
Step 4.Consolidation
1. Ask Ss to listen to the tape again and try to retell the story.
2. Ask Ss to underline what they cannot understand in the text. And tell them the language points will be dealt with in the next period.
Step 5. Homework
1. Ask Ss to write the retold story.
2. Ask Ss to preview Learning about Language.
Period 3 & 4 Learning about Language
Teaching Goal:
1. To get Ss to master the new words and expressions.
2. To get Ss to master the grammar point: the passive infinitive and v–ed form as adjectives.
Step 1.Word study
1. fiction
(1) 【U】小说
He writes fiction.他写小说。
(2) 【C】杜撰的故事，虚构的事情
It is only a fiction not a fact. 这件事是虚构的，不是事实。
2.desire vt 希望，想要
We all desire happiness and health.我们都想得到幸福和健康。
3.absent adj.
(1) 缺席，不在
He was absent from the meeting. 他没有出席会议。
(2) 缺少
Love was totally absent from his childhood. 他从童年就完全失去了爱。
(3) 漫不经心的，心不在焉的
We can see an absent expression on her face. 我们能看到她脸上漫不经心的表情。
4. alarmed 焦急的，害怕的
I’m very alarmed at your leaving.你打算离开，我相当焦急。
Step 2. Phrase study
1. test out 考察，检验
He is going to test out the result of the experiment. 他要检查一下实验的结果。
2. turn around 回转，转向
When he turned around, he found his friend gone. 他转身发现他的朋友已经走了。
3. leave alone 不管，不理会，不干涉
Leave that mad dog alone. 别理那条疯狗。
Step 3. Sentence study
1. It was disturbing and frightening that he looked so human. 他看上去太像人类了，这令人不安且害怕。
It is /was +adj +that
It was surprising that he had failed the exam. 他没有通过考试，真让人吃惊。
2. It was then that Claire realized that Tony had opened the curtains on the front window. 就在那时，克莱尔发现托尼已经拉开了前窗的窗帘。
It was/is +被强调部分+that
It was yesterday that I met your sister in the zoo. 就在昨天我在动物园遇见了你的姐姐。
It was in the zoo that I met your sister yesterday. 昨天正是在那个动物园我遇见了你的姐姐。
Step 4. Grammar study
1. The passive infinitive
(1) Explanation
当不定式动词与其逻辑主语之间是被动关系时,不定式要用被动语态构成形式为to be done/to have been done。例如：
He claimed to be treated badly in the super market when he was doing shopping yesterday.
注意:有时尽管不定式与其逻辑主语是被动关系，但不定式仍用主动语态，不用被动语态。不定式作状语，如果句子中存在light, heavy, difficult, easy, comfortable等词就应该用不定式的主动形式表示被动含义。
The box is so heavy to carry.
He isn’t easy to get along with
另外,下面的被动语态是经常的考点，也应特别注意:
●在口语和非正式场合下为了强调动作，常用“get+过去分词”结构。有时带有不愉快，不顺利的含义。其否定和疑问句要借助动词do来构成。有时也会出现“become+过去分词”的结构。例如：Did you get scolded yesterday？He became seized with a deep sorrow.
●短语动词和含有情态动词的被动语态形式
短语动词的被动结构中,构成短语动词的介词或副词不能省略。情态动词的被动语态形式是：情态动词+be+过去分词。例如：The doctor has been sent for.
Bad habits have been done away with.
●主动形式被动意义
①当feel, look, smell, taste, sound等系动词后面接形容词时；The fish smells good.鱼闻起来香。
②当cut, read, sell, wear, write, wash, cook, shut, dry, drink, wash等表示某种性质时且带状语修饰语时；当动词表示“开始、结束、关、停、转、启动”等意义时，如：
The book written by that famous writer is selling very well.那位作家写的书很畅销。
These cups clean easily. 这些杯子很容易洗。
③want, require, need，worth 后面的动名词用主动形式表示被动意义，如：
These flowers want/ require /need watering.这些花需要浇水。
These books are worth reading.这些书值得读。（被读）
④下面的词汇用主动语态：
come out, come into being, go off, run out, give out, give in.，happen, take place, break out
The accident happened yesterday evening.
The fire went out gradually.
对于被动语态，弄清主语与谓语动词的关系是做题的关键。在实际应用中，如果一个动词只能用作不及物动词，那么它就不会用于被动语态。而且，一个动词到底是否应该用被动语态，不能从汉语的角度去理解，而应该注意到英语和汉语的不同表达方式。在很多情况下，汉语的被动关系要么表现得不那么明显，要么和英语的被动语态刚好相反。应该说这就是被动语态的难点和重点。例如：
Hundreds of jobs will be lost if the factory closes. (2001春)
句意为-“工厂关闭将失去几百个工作。”汉语中不用被动形式，但英语句里主语是jobs,因此用被动结构。
Period 5 Using Language
Teaching Goals:
1.To develop Ss’ listening and writing ability.
2.To know something about Isaac Asimov.
Teaching Procedures
Step 1. Listening, discussing and writing
1. Ask Ss to look through Ex1 of Listening, discussing and writing on P14 and then play the tape for them. After Ss finish Ex1, ask them to check the answers in pairs.
2. Ask Ss to listen to the tape again and finish Ex2 on P15.
3. Ask Ss to look through the from of Ex3 on P15 and make sure they know the words in the from mean. Then play the tape again and ask Ss to complete the sentences of Ex3 and check the answers in pairs.
4. Organize a game. Ask Ss to imagine people have robots to do their housework in the future. Divide Ss into two groups. One group discusses the positive effects of the situation; the other discusses the negative effects of the situation. Give Ss some time to prepare and see which group can finish the task better.
Step 2. Reading and discussing
1. Leading-in
Lead Ss to the reading text. Teacher may say, “Today we are going to learn a biography of Isaac Asimov. He is a famous American scientist and writer. He is very good at writing science fiction stories. Would you like to know more about him? Ok, please turn to page 16.”
2. Fast reading
(1) Ask Ss to read the text quickly and try to find the main idea of the text.
(2) Ask Ss answer the following questions.
3. Intensive reading
(1) Ask Ss to read the text carefully and finish Ex1 on P17. And then let them check the answers in pairs.
(2) Ask Ss to find out what they cannot understand in the text and lead them to deal with the following language points.
4. Discussion
(1) Ask Ss to work in groups and discuss the other two laws for robot, according to the first law “A robot must not injure human beings or allow them to be injured”. Then let them write down their two laws on a piece of paper and exchange with other groups.
(1)Ask Ss to turn to P18 and see Asimov’s laws for robots. Let them compare with their laws and discuss the following question.
①Which set of laws is better? Why?
②Which law is the story “Satisfaction Guaranteed” based on?
③What might happen in a world where were robots if Asimov’s laws did not exist?
Step 3. Homework
1. Ask Ss to review this unit.
2. Ask Ss to finish all the exercises in the Workbook.
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Unit2 robot 第一部分语法 1.被动语态复习（一个不变，三个变）主动 时态不变He teach es English. 主语变宾语 主动变被动English is taught 宾语变主语by him.
被动 2.不定式的被动 （1）不定式的被动形式 等式相加：①一般式to be done to do +be done to be done ②完成式to have been done（表示不定式动作发生在谓语动词之前） Eg.The book is said to have been translated into several languages.
to do have done be done to have been done 2. 动词不定式的被动语态在句子中的作用 1) 做主语（常用it做形式主语） To be offered sympathy by a robot is ridiculous. 2) 做表语 The party is to be held next Saturday evening. 3) 做宾语 She didn’t like to be treated as a child.
4) 做宾语补足语 Tony expected the house to be completely transformed. 5）做定语 The English are proud of the Olympic Games to be held in London. 6）做状语 All these gifts must be mailed immediately so as to be received in time for Christmas. 翻译练习 1.据说这会议已经被取消了 The meeting is said to have been canceled. 2.这个学生似乎已经对政治失去了兴
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UNIT 7 Where Would You Like to Visit (Section A) 姓名：张文卿 Name: Zhang Wenqing 指导教师：外语学院：孟喜华 Faculty adviser:Meng Xihua from English Department. 目录 Contents: 1An analysis of teaching material: 1.1Status and function 1.2teaching aims 1.3teaching important and difficult points 2.An analysis of students 3.An analysis of teaching methods and aids. 4.An analysis of teaching procedures: 4.1revision and warming up 4.2lead in 4.3presentation 4.3.1speaking 4.3.2listening 4.3.3reading 4.3.4writing 4.4conclusion 4.5the design of assignment 4.6the design of the blackboard
GREETING Good morning，ladies and gentlemen. Today it is my honor to stand here to share my thoughts and experiences with you on teaching. I am contestant no. I think being a teacher, we should give a scientific and feasible interpretation on what you are going to teach by this means can we guarantee a good quality in the class, so I will try my best to do a good performance. Today, I will talk about section A of unit 7: where would you like to visit. I will show you my design according to these four parts. They are: 1.An analysis of teaching material 2.our students 3.the teaching methods and aids 4.the teaching procedures PART 1 First, let us come to part 1: the teaching material. 1.1Section A of unit7: Where would you like to visit comes from the book republished by People’s Education Press which aims at grade 9’ s students revised according to the new curriculum standard . In my opinion, sectionA mainly includes basic vocabulary and language structure which students should master in this unit, whether students learn it well or not will have an influence on the teaching activities of section B directly, so we can say section A play a fundamental and important role in the whole unit we should attach to seriously. 1.2So based on the new curriculum standard, I designed three objectives, they are: 1.2.1Knowledge objectives： Students can talk about places where they would like to visit especially by using some words, phrases and sentences patterns appeared in unit 7. 1.2.2 Ability objectives： We know that for all the language, especially English, has four basic skills. They are listening, speaking, reading and writing, so I want to foster students’ four basic skills on the description of the places. 1.2.3Moral objectives; Students can make their travel more meaningful, comfortable, and reasonable. If they have opportunity to visit somewhere one day, so they can enjoy their time. 1.3As we know, one of the way to check whether students have mastered the main content of this unit is to check their comprehension of the teaching
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和守时习惯。 二、教学重难点 1. 教学重点： 1) 掌握时间的简单表达方式。 2) 学习询问和谈论时间和制订作息时间表。 2. 教学难点： when和what time引导的特殊疑问句和时间的表达法。 三、教学过程 Ⅰ. Warming-up and revision 1. Greet the Ss as usual. 2. Watch a short video program about daily activities. Ⅱ. Presentation 1.出示la部分的图片或幻灯片或播放该内容的课件，引导学生将词 语与图画进行搭配。 学生们观看1a部分的图片或幻灯片或该内容的课件，将词语与图画进行搭配，完成la部分的学习任务。 2. 出示一个可以转动时／分针的大钟，一边调整时间，一边询问学生时间“What time is it?”。 学生们在老师的帮助下回答时间： It's six o'clock. It's seven twenty. … （给学生们解释在英语中时间的简单的表达方式） 3. 调整时钟到某个时间，然后说：I get up at 6：00．I go to school at 6：
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新课标人教版选修七Unit2 Robots（单元测试） I.短语翻译（20％） 1 考验_________________ 2 不管，别惹，让…一个人待着__________________ 3同情某人_________________ 4 转向，回转_________________ 5 打电话给_______________ 6 将…放在一边，为…保留/节省_______________ 7让某人做某事_________________ 8 被用来做某事_________________ 9更确切地说_________________ 10 陪伴某人去某地_________________ 11设法做成了某事_________________ 12 伸手去够…_________________ 13 在…方面有天赋_________________ 14 曾经，一度_________________ 15 获得硕士学位_________________ 16认真对待_________________ 17对…印象深刻_______________ _ 18用…做实验，以…尝试_____________ 19提高社会地位20面部表情 II.单词拼写（20％） 1.When I began to sing, he laughed and made me e_____________. 2. They get ___________（离婚）two years ago. 3. The minister was _________ （陪伴）by his secretary to the US. 4. My sister’s wedding _________（典礼）took place at 12 sharp. 5. I ________（宣布）at the meeting that I did not support him. 6.The only __________（解释）for his behavior is that he’s mad. 7.With the teacher’s help, she s_________ away all the difficulties she had met. 8.My mother was __________(担心的，害怕的) when I fell over. 9.We had an _________（可怕的）earthquake here last year. 10.I don’t think the chair is f_________ enough to stand on. Complete the words according to the initials. 11.When his uncle died, he received many letters and calls of s__________. 12.Tony is s_________the guidebook for information about Hawaii, where he will travel soon. 13.There were strong winds a__________ by heavy rain last night. 14.India d_________independence in 1947. 15.I hope they don’t ask e_________ questions, for I will be e________ at them. 16.They had a d________ that I attend their wedding. 17.Rita couldn’t provide a s_________ excuse for his absence. 18.I am so e__________ of your getting an extra day’s holiday. 19.The rainforest is disappearing at an a___________ rate. 20.They were accused of interfering in China’s internal a________. III.完成句子（10％） 1.It is said that the president has (有风流韵事) a beautiful actress. 2.The door needs_______________（油漆）. 3.If you don’t _____ your study_________,（认真对待）you will fail in the coming examination. 4.They looked “the great man” up and down (带着好奇). 5. The farmer tried to _________their crops ________cold.(保护…不被冻坏) 6.She felt _________ （好像）she were floating in the air.
新目标英语七年级上册Unit7说课稿
新目标英语七年级上册Unit7说课稿 木厂口镇初级中学张小环 尊敬的各位评委老师： 你们好！我是来自木厂口镇初级中学的张小环，今天我说课的课题是新目标英语七年级上第七单元Uint 7 How much are these pants?下面我从七个方面说我这堂课的设计。 一、教材分析 教材的地位及作用 本课是新目标英语七年级上第7单元的第一课时，教材内容围绕着询问价格展开，让学生学会谈论物品的价格与颜色。本课的教学内容与学生的实际生活密切相关，易于引发学生运用简单的英语进行交际和交流。在学习活动中运用句型进行交际，培养学生的口语表达能力。并让学生将知识应用到实践中，做到学以致用。 《新课标》强调英语的交际性，通过本课的学习使学生能真正的做到用语言进行交际的最终目的。 二、学情分析 1.从学生的认知心理：七年级的学生他们正处在青春发育期，他们都有较高的求知欲和表现欲，希望自己的表现得到同学和老师的认可。特别是对他们熟悉的话题学生的爱好会更浓，本单元的话题正符合学生的这一心理特点，所以我就设计各种任务型的课堂活动让学生人人都能参与活动，增强他们的英语学习积极性和学习自信心。 2.学生的英语知识基础：学生通过近一个学期的英语学习，他们已具备了初步的语言表达能力，能用所学的语言知识谈论自己的喜好，所以我在充分了解学生的基础上因材施教，面向全体，分层教学，让每位学生都能有收获，体会成功的喜悦。 3.学生的思维能力：该年龄段的学生有很强的记忆力和模拟能力，但知识的拓展和运用的能力有待培养。我们教师要充分利用这一点在教学课本知识的同时，教会学生创造性地使用所学知识运用于实践。 三、教学目标 1.知识与能力 Section A主要是通过介绍服装，学习谈论服装的价格和颜色；学会谈论对服装的喜好和购物时使用的礼貌用语。